Closing the Reading Gap: English Language Learners (ELLs) and Standardized Assessments

As the population of ELLs in the U.S. steadily increases, traditional testing methods often fail to reflect their true language proficiency. This paper addresses the reading challenges faced by English Language Learners (ELLs) in the context of standardized assessments. It advocates for intervention strategies that personalize learning and leverage students' primary language skills to enhance reading comprehension. By emphasizing holistic evaluation over high-stakes testing, educators and policymakers can foster more equitable learning environments that better support ELLs’ language development and academic success.